Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators

Keywords

Teaching alphabet knowledge, Letter names, Letter sounds, Writing alphabet letters, Early childhood instruction

Abstract

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement. Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children. In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge. EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge.

Original Publication Citation

Jones, C. D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41(2), 81-89.

Document Type

Peer-Reviewed Article

Publication Date

2013-3

Permanent URL

http://hdl.lib.byu.edu/1877/5825

Publisher

Early Childhood Education Journal

Language

English

College

David O. McKay School of Education

Department

Educational Inquiry, Measurement, and Evaluation

University Standing at Time of Publication

Assistant Professor

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